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LEARNING OBJECTIVES
1. Learn about the brain function and common situations that college students with ADHD face.
2. Discover how to assess the value of the coaching process for college students by identifying common outcomes of coaching.
3. Identify a range of coaching strategies most valuable to college students, and to better explain the coaching process to students, parents, and colleagues.
4. Gain a broader understanding of how coaching can address issues beyond academics and help campus professionals meet institutional goals.
5. Explore how the traditional service model can be enhanced by using an innovative and inclusive coaching approach.

Adults with ADHD experience substantial impairment in executive functions. The program developed at Mount Sinai is a 15-session cognitive-behavioral treatment that can be administered in either group or individual modality to help adults with ADHD enhance their time-management, organizational, and planning skills. The treatment aims to impart both cognitive and behavioral skills and strategies, including contingent self-reinforcement; breaking down complex tasks into manageable parts, counteracting the delay discounting effect, implementing and maintaining organizational systems, and manipulating the environment to minimize distraction. Also addressed are the negative self-statements and other cognitive distortions that engender anxiety and depression and exacerbate the ADHD-related deficits. This workshop will present the rationale for and content of the treatment program, with ample illustration of the strategies and dialogue with the presenter. Ongoing adaptation of the program for the needs of college students will also be discussed.

LEARNING OBJECTIVES
1. Describe the problems and symptoms of ADHD in adults
2. Identify the deficits in, and functional impairments due to, executive dysfunction in adults with ADHD
3. Apply specific techniques and strategies to treat executive dysfunction in adults with ADHD in a structured intervention

This presentation involves two parts. Part 1 involves introduction of a novel model of intervention for ADHD and PBD either when they occur together or separately. The four pillars of the intervention are (A) Recognition and systematic understanding of clinical picture, (B) education on what we know about the brain function, (C) how pharmacotherapy is designed based on emotional and cognitive problems, and (D) factoring in the interpersonal dynamics. Part 2 of the talk is interactive and case based learning engaging the audience.

LEARNING OBJECTIVES
1. Describe the brain functions in individuals with ADHD and PBD
2. Design treatment based on cognitive and emotional problems
3. Assess the barriers to progress and precision in prioritizing long-term treatment

From April to November 2013, the National Association, in collaboration with Albert Einstein College of Medicine, Montifiore Hospital, CHADD, APSARD, and mehealth™ delivered a set of continuing medical education activities designed to improve the performance of physicians (pediatrics and primary care providers) as well as NPs and PAs in delivering care to pediatric patients with ADHD in accordance with the AAP ADHD Guidelines. The activity launched March 1, 2013 and included a performance improvement activity approved for Part IV MOC by APB; a series of live half day conferences in eight cities; enduring webcasts; and personalized office flow training for practice staff. This presentation will go through the training that took place a the live meetings and will introduce the audience to quality improvement measures that should be used in practice to optimize ADHD care.

LEARNING OBJECTIVES
1. Assess and apply specific performance measures to diagnose and treat ADHD
2. Discuss and explain the safety and efficacy of different pharmacologic options for treating children and adolescents with ADHD
3. Describe and apply complementary and alternative treatments for ADHD

When couples impacted by ADHD arrive in therapists’ offices they are often caught in an emotional upheaval at a very deep level. The emotional ‘hot spots’ patients and counselors encounter in ADHD-impacted relationships are different from those other couples encounter. They result, in part, from the tension between the defining characteristics of ADHD and the expected characteristics of healthy adult relationships, and are complicated by the emotional liability of many ADHD partners. In order to effectively aid these couples, therapists must expose the internal conflicts in a non-threatening format. This seminar will provide a roadmap for effective emotional calming and repair across a wide variety of issues commonly faced by couples impacted by ADHD. The presentation will benefit mental health professionals who currently work with couples impacted by ADHD, as well as those who wish to begin doing so.

LEARNING OBJECTIVES
1. Describe the conflict between ADHD symptom expression and healthy relationship characteristics
2. Describe at least three distinct types of anger interactions and apply appropriate interventions
3. Describe and analyze the three stages of healing that couples move through on the way to marital health

A veteran school psychologist, teacher, counselor, and parent will review strategies for enhancing and accommodating deficits in attention and executive skills. Academically, these deficits impact the ability to memorize information, remember what is read, write essays and complete complex math problems. This practical workshop identifies challenges, interventions, and teaching strategies.

LEARNING OBJECTIVES
1. Recognize two common academic problems that are directly linked to deficits in executive function
2. Create and apply an intervention strategy to address these two academic challenges
3. Analyze and create two teaching strategies that are effective for students with ADHD

The session will provide a review of issues involved in the diagnosis and treatment of ADHD in children and adults, with an emphasis on multiplex families where both the child and a parent has ADHD. Case examples of differential diagnosis will be discussed, as well as the growing literature on parenting and treatment of ADHD in parents. Pharmacological and behavioral treatments, such as parent training will be highlighted and gaps in our knowledge base, such as how to sequence and combine treatments will be discussed, along with recommendations for overcoming barriers in treating parents and children within the same clinic.

LEARNING OBJECTIVES
1. Discuss the differences in diagnosing adults versus children with ADHD
2. Analyze and describe the common pitfalls in treating ADHD in multiplex families
3. Identify symptoms of depression from ADHD and assess implications for treatment

Over the past decade, there has been a growing appreciation of the multiple factors underlying Attention-Deficit/Hyperactivity Disorder (ADHD) that have a direct and causal relationship to the many life impairments experienced by adults with ADHD. The current session focuses on the motivational deficits associated with ADHD that can best be understood through a Reward Deficiency Syndrome framework. We will review research supporting this model of adult ADHD and its relevance for the life problems described by clinic-referred adults. Treatments designed to target these motivational deficits will also be reviewed, including specific motivational enhancement strategies integrated into cognitive behavior therapy (CBT) for adult ADHD.

LEARNING OBJECTIVES
1. Describe the common features of ADHD using the Reward Deficiency Syndrome (RDS) model
2. Assess the role medication treatments play in the treatment of RDS features of ADHD
3. Summarize four useful motivational enhancement strategies used in cognitive behavioral therapy for adult ADHD

During this session I will explain and discuss the main features of ADHD in pediatric population and young adulthood, as well as the current clinical diagnoses and approaches to ADHD. Further, I will discuss brain mechanisms underlying deficient executive functions and self- regulation in ADHD, and related clinical implications. Future directions will be highlighted.

LEARNING OBJECTIVES
1. Describe the main clinical and cognitive features of ADHD
2. Recognize the differences between the profile of a youth with ADHD and similar pediatric illnesses
3. Summarize the clinical research on cognitive and neurobiological mechanisms of ADHD

ADHD often is often accompanied by other clinical concerns in adult patients, including other mental health diagnoses, and varying forms of organizational challenges. This program will emphasize the implications, and limits, of clinical research for approaching such complex presentations, and provide a framework for identifying treatment goals and optimizing a plan to apply available medication and behavioral therapy resources. Research findngs and cases will be discussed with the audience as a basis for exploring the principles and thought process for optimizing personalized care.

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